Authentic Assessment

2. Authentic Assessment Kari Stevenson Gail Graziani Cathy Gottlieb

3. What is it? "Authentic Assessment challenges learners to demonstrate, in a meaningful way, what they have learned and what they are able to do with that newly acquired knowledge.” (Grassian, 2009) Grassion, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice (2nd ed.). New York: Neal-Schuman Publishers, Inc. Flckr.com - Creative Commons

4. Where does it come from? "Authentic Assessment is supported by the cognitive/constructivist approach to learning." (Grassian, 2009) - The Cognitive/Constructivist approach suggests that assessment move away from the "test" (where students learn  mainly to become good test takers) and instead "demonstrate, in a meaningful way, what they have learned and what they are able to do with that newly acquired knowledge." (Grassian, 2009)

5. You are no longer just"teaching the test" • True life scenarios that foster critical thinking • Becomes about the process rather than the outcome • Allows the student to have a greater role in their learning • Appeals to students by giving them the freedom they crave • Allows for Differentiation Flickr.com - Creative Commons

6. Traditional vs. Authentic Traditional-----------------------------------Authentic Selecting a Response ----------------------- Performing a Task Contrived ------------------------------------- Real-life Recall/Recognition -------------------------- Construction/Application Teacher-structured --------- ----------------- Student-structured Indirect Evidence ---------------------------- Direct Evidence

7. Portfolios Rubrics Graphic Organizers Checklists Rating Scales Conferences Logs Notes & Letters What are the different types of Authentic Assessment?

8. Authentic Assessment Graphic Organizers

9. Visual Representations • Active learning by doing • Student directed construction of knowledge

10. Purpose • Construction of knowledge • Formative assessment

11. Attributes • Informal • Personal • Unpolished • Exploratory • Ungraded

12. Graphic Organizers • “Many students have trouble connecting or relating new information to prior knowledge because they cannot remember things.” • “Graphic organizers help them remember because they make abstract ideas more visible and concrete.” • Scott, J. url: www.calpro-online.org/eric/docs/custer/custer5.pdf

13. Clustering • Key term in center • Free association • Helps to make connections and recall prior knowledge

14. Clustering map

15. Semantic Maps • Idea map or diagram • Helps with remembering concepts, connections, and terms • Memorization aid

16. Semantic Map

17. Story Maps • Chronologic mapping of events

18. Story Map

19. Venn Diagram • Visual representation of similarities and differences

20. Venn Diagram

21. Time Lines • Chronological • Add illustrations

22. Timeline

23. Timeline

24. Captioned Drawing • Students choose certain ideas to illustrate • Captions or labels

25. 1929 Model A Ford blog.artandstory.com

26. Cartoons • Encourages reluctant writers

27. homepage.mac.com (stockcar)

28. Mindmapping • Careful visual reconstruction of complex ideas • Commits ideas to memory • Time consuming

29. http://www.novamind.com/connect

30. Authentic Assessment Rubrics

31. What is a Rubric? • Comes from the Middle English word for RED • Monks used red ink for headings • Evolved to mean “classification” • 1981 – first used by an educator to mean a scoring guide Rhodes, T. L., ed. (2010). Assessing outcomes and improving achievement: Tips and tools for using rubrics. Washington, DC: Association of American Colleges and Universities.

32. Rubrics as Tools • Authentic assessment of the performance of a student • Lists tasks to be evaluated • Provides specific criteria to evaluate each task/component • Point values are assigned to each criteria University of South Florida. (2007, February 14). Creating a rubric: Tutorial. Retrieved September 30, 2010, from http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

33. Why Use a Rubric? • Clarifies requirements or steps of the assignment • Shows what needs to be done to meet expectations of teacher • Students can assess their own work before turning it in • Differentiate between qualities of the performance • Improve consistency in grading University of South Florida. (2007, February 14). Creating a rubric: Tutorial. Retrieved September 30, 2010 from http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

34. When to use a rubric? http://uwnews.org/ uweek/article.aspx?id=32861 http://blogs.fruitportschools.net/egrimm/ http://www.uncg.edu/cac/

35. 6 Steps to Create a Rubric • Determine the performance objective (i.e. learning objectives) • Elements: • Student performance • Conditions • Criteria • Identify the tasks that will be required

36. 6 Steps to Create a Rubric cont’d • Determine the different levels of quality • Examples: • Poor, Average, Excellent • Beginning, Developing, Accomplished, Exemplary • Poor, Fair, Average, Very Good, Excellent • Determine the criteria for each level of quality within a task • Assign a point value for each level and a total point value for the rubric

37. Task Excellent (3 pts) Average (2 pts) Task 1 Task 2 Task 3 Task 4 6 Steps to Create a Rubric cont’d • Create the rubric table Poor (1 pt) University of South Florida. (2007, February 14). Creating a rubric: Tutorial. Retrieved September 30, 2010 from http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

38. Get Students Involved • Present models of student work • Discuss what qualities make the work good • Discuss and choose criteria for assessment • What is important? • Draft rubric and have students practice using it on sample works • Revise the rubric • Use the rubric to instruct • Guide students • Assess (teacher and self) Harada, V. H., & Yoshina, J. M. (2005). Tools for assessment: Checklists, rubrics, and rating scales. In Assessing learning: Librarians and teachers as partners (pp. 19-30). Wesport, CT: Libraries Unlimited.

39. Resources • Creating a Rubric: Tutorial http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm • Educational Origami: Other Bloom's Digital Taxonomy resources http://edorigami.wikispaces.com/#Blooms • Kathy Schrock’s Guide for Educators: Rubrics http://school.discoveryeducation.com/schrockguide/assess.html • Rubistar: http://rubistar.4teachers.org/ • Teaching & Learning Resources: Course Design: Assessment: Authentic Assessment and Rubrics http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/assessment/assessmenttoolsresources/rubrics.php • Tech4Learning: http://myt4l.com/index.php?v=pl&page_ac=view&type=tools&tool=rubricmaker

40. Performance-based Tasks Collaborate with your School Librarian! So where do I start?

41. Assignments we can give our students that focus more on the process (or performance) rather than the product. What Are Performance-Based Tasks?

42. Papers Presentations (PowerPoint, Prezi, etc.) Voicethreads Screencasts Video (PhotoStory3, Animoto, iMovie, etc.) Blogs Websites (Weebly, Glogster) Storymapping Performance-based Tasks:

43. Authentic Assessment is labor intensive, this is where your School Librarian comes in – you don't have to do it alone. Utilize them, they want to help you! Collaboration